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- Title
USING A CRITICAL REFLECTION FRAMEWORK AND COLLABORATIVE INQUIRY TO IMPROVE TEACHING PRACTICE: AN ACTION RESEARCH PROJECT.
- Authors
Briscoe, Patricia
- Abstract
This action research reports on a three-year collaborative learning process among three teachers. We used current literature and a critical reflection framework to understand why our teaching approaches were not resulting in increased student learning. This allowed us to examine our previously unrecognized and uninterrupted and often, problematic-beliefs and values. Our findings revealed key barriers related to unexamined judgments, beliefs, assumptions and expectations that affected our ability to facilitate effective learning. This encouraged conceptual change and led to a transformation in our teaching practice: We became more socioculturally responsive teachers. Our findings led us to conclude that professional learning needs to move beyond the acquisition of skills and strategies and include the critical reflection necessary to deconstruct problematic beliefs and thoughtpatterns that can impede student learning.
- Subjects
ACTION research; TEACHER education; ACTIVE learning; CLASSROOM environment; CLASSROOM management
- Publication
Canadian Journal of Action Research, 2017, Vol 18, Issue 2, p43
- ISSN
1925-7147
- Publication type
Article